Soon-to-be traitor Cassius states “The fault, dear Brutus, is not in our stars / it is in ourselves” in The Tragedy of Julius Caesar by William Shakespeare.
I recently threw this quote at my ninth graders while they practiced interpreting The Bard’s language. All classes eventually came to some variation of “Destiny is set; we all live in the same universe; if there’s a problem it is your problem/yours to fix.”
Fans of Blank Verse know there are 5 syllables unaccounted for in the quote. The second line should have read “it is in ourselves; we are underlings.” This addendum changes things. In this full quote, the universe remains faultless, but the issue is the underlings—Cassius & Brutus—do not have the power to fix it (yet).
I don’t think we have a singular Caesar in education, nor do I think teachers are underlings, but I do wonder how many of us have been made to feel that way?
Teachers are the antithesis of lazy; they are driven, capable, and intelligent; educators arrived in the classroom because they have something inside that must be shared. For the greater good of their community and the globe, classroom professionals exist to make a difference.
Those characteristics are easily transferable to another sect of people: leaders. This is exactly why the moniker Teacher-Leader is ascending into the lexicon. Being a teacher and being a leader are not this-or-that roles; instead, this hyphenated title better illuminates what we were always meant to be.
Without question, we lead our students. We know this the day we start this journey. I wonder, however, how many of us have been told to limit our focus.
‘You want to be a leader? Become an administrator. If not, do your job. Others will create your curriculum, please check the boxes and ensure students meet standards. Don’t fly too high, Icarus.’
Alternatively, I purpose you embrace your natural proclivity to guide and lead. Here’s how:
1. Be the change you want to see in education.
You know your students today. You know what they need. Do that. It may change week to week or year to year. As we grow, our ideals may steel. We may experiment and learn from a mistake. But every quarter, every unit, every week, every day, we should embody the Teacher-Leader we would want others to be — the teacher we’d want our own children to have.
No leader got to the top on their own; indeed, they experimented, sought help, leveraged resources, studied, and collaborated. And no teacher was perfect on day one, so if you’re a work-in-progress, that doesn’t diminish your leader attributes.
Some schools and districts provide more development than others, but all of those leadership behaviors and practices are within anyone’s reach. Libraries, the internet, podcasts, our trusted peers and our inspirational administrators are all accessible.
2. Invite others to observe you.
From colleagues to supervisors to aspiring teachers, you will ignite change those observers. Better still, in follow up conversations you will gain confidence or ideas to improve (and why not both?).
3. Make your voice heard.
A growing number of educators know we’re meant for more: we steer our ships; we should help chart the paths.
3a. Talk to your peers.
You’ll gain allies and ideas to better your practice.
3b. Show up.
Decisions are made by those who do. Seek opportunity to give input. Pool your power with other colleagues. Arrive at workshops, and meetings with your ideas. Let decisions makers know what you think and all of your allies. No one intends to ignore your expertise; but they can easily make decisions in your silence.
This notion conjures a vivid memory for me. It was my first ever summer workshop. Every English teacher in the district was invited. A few dozen came. As ideas were presented, debated, and decided on, there was a groan: “People won’t like that..” which was met with “well, they should be here to tell us that then!”
4. Get activated.
You can go to district board meetings. You can knock on doors for local, state-wide, and national candidates, overrides, and initiatives. If you feel trapped or weak in your position, you don’t have to accept it. Policies are never concrete, and there’s much to be done.
Maya Angelou would tell you “If you don’t like something, change it.”
She would add “If you can’t change it, change your attitude.”
From Shakespeare to Angelou, there’s a whisper of complacency in their words. They both may offer a notion that some realities are unalterable.
These are both juxtaposed to a hint of disruption. So, I suppose we can choose to accept a faultless universe that needs no tweaking and find solace in Angelou’s suggestion: reframe our thoughts. Or, we can change it – recognize we are Teacher-Leaders and reject those who make us feel like underlings.
What other ways can teachers flex their leadership? How else can we channel our influence? Leave a comment below!
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James King
James King is a high school teacher in Glendale Union High School District. He is the newspaper advisor, speech and debate coach and teaches AP English Language and Composition as well as Journalism. James is a graduate of the University of Central Florida. In his time in Florida, he worked as a substitute teacher for 5 years while simultaneously working in corporate training. In his free time, James enjoys reading, musical theatre, sand volleyball, comic books, and often-vapid reality TV programs.
Comments 2
I needed this post today. I am drowning in a sea of essays with deadlines looming.
I love that you comment that we know our students and use this knowledge to plan for them specifically. Teacher-leaders are empowered to make decisions that will positively benefit their students.
Second, I love that you mention that we must be the teachers we want our own children to have. I think about this all the time. We started my son in preschool a few weeks ago and it was a rough beginning. I just wanted to shout, “This is the love of my life! Please give him the same love I give!” Luckily, his experience is improving and I am starting to see the TLC from his teachers I hoped for. As a parent, I often remind myself that this kid is someone’s son or daughter. I need to give him or her the same kindness I would expect from my son’s teacher.
Last, I am reminded of the five core propositions from NBCT. I think you will make a wonderful candidate. Thank you for this post!
-LC
‘You want to be a leader? Become an administrator. If not, do your job. Others will create your curriculum, please check the boxes and ensure students meet standards. Don’t fly too high, Icarus.’
Ouch. That has teeth.
As a district leader, my focus is always on the 14 teachers I spent in a classroom. They are the most formative years of my leadership development. I cringe when I hear others dismiss the leadership of a teacher and focus on positional leadership positions only.
Teachers are leaders. The task of administrators is to lead leaders. And that takes a teacher to do that.